The article describes the diagnostic prescriptive teacher program, an organizational model designed to provide help within the regular classroom for children with mild learning problems. The key to the program is the diagnostic prescriptive teacher, a school-based specialist who combines diagnostic and consultative work in assisting the regular…

The paper reviews research, largely inconclusive, on diagnostic-prescriptive teaching and proposes a model for use with learning disabled students using neuropsychological test data to infer relevant learner aptitudes. Studies are cited to support the validity of strength-matched teaching and the use of compensatory teaching with severe learning…

Presented is a case study of a 5-year-old girl, originally seen as disruptive, deprived, disturbed, and possibly retarded, which suggests that an ordinary remedial teacher, with some diagnostic help from consultants, can function successfully as the primary therapist for the child with difficulties in learning. (Author/KW)

While the normative frame of reference is adequate for diagnosis, a behavioral approach may be more suited to the prescriptive phase of assessment. The behavioral frame of reference is described and its relevance to prescriptive assessment is discussed. (Author)

Results of study designed to compare diagnostic and prescriptive decisions of 90 reading specialists and teachers about a fourth grader experiencing reading difficulty found the Ss made very similar diagnostic and prescriptive decisions except for establishing the child's instructional reading level. Then reading specialists and LD and Title One…

The article describes the Diagnostic Evaluation of Writing Skills (DEWS), a diagnostic teaching tool containing criteria of assessment to determine a student's deficiencies in reading and writing. (DLS)

To bridge the communication gap between clinic and school, the Psycho-Educational Center of Coney Island Hospital prepared prescriptive psychoeducational evaluations of each child referred and followed up by asking teachers and guidance counselors in 38 schools to evaluate reports sent them during 6 months for 56 learning disabled children.…

Described is a method of individual diagnosis and remediation of learning disabled children through the use of the method of equivalence which allows the precise specification of the nature of the educational handicap and suggests remediation approaches. (DB)

An example is given of the use of task analysis and functional analysis to pinpoint the environmental cause of what appeared to be a perceptual handicap in an elementary grade girl. (DB)

A study involving 190 learning disabled (LD) children (ages 7 to 13 years) and 38 of their teachers was conducted (1) to demonstrate that product and process teaching are complementary strategies, (2) to illustrate a framework that assists teachers in determining if the process components of a task are related to pupil failure, and (3) to validate…